ABSTRACT: On college campuses throughout the United States, classes for decades have been offered to help Spanish speakers learn Portuguese, augmented recently by similar courses in Italian, French, and Catalan. Though there exist numerous commonalities between these innovative course offerings, the pivotal role of Spanish stands out. This essay therefore introduces the concept of a pivot language: a widely spoken second language leveraged through explicit instruction to facilitate the learning of a related third language (L3). It is suggested that in an increasingly multilingual country, this...

ABSTRACT: Over the last several years, we have been witness to a growing body of work that examines the acquisition of Portuguese as a third language (L3). Here in the United States, Spanish speakers account for 45% of students enrolled in Portuguese classes (Milleret 2012), divided among first language (L1) Spanish speakers, second language (L2) Spanish speakers, and heritage speakers. While these three groups are all speakers of English and Spanish, they differ with respect to the order and context of acquisition of the two languages. In this essay, I propose that access to these three lingu...

Please reload

Please reload

Recent Posts
Archive
Please reload

Centenary Issue